June 15, 2012 DO 50, s. 2012 – Guidelines on the Utilization of Funds for the Every Child a Reader Program (ECARP)

June 15, 2012
DO 50, s. 2012
Guidelines on the Utilization of Funds for the Every Child a Reader Program (ECARP)

To: Undersecretaries
Assistant Secretaries
Bureau Directors
Regional Directors
Schools Division/City Superintendents
Heads, Public Elementary Schools

  1. The Every Child A Reader Program (ECARP) is a national program that supports the thrust of the Department of Education (DepEd) to make every child a reader and writer at his/her grade level. It is supporting the attainment of Education for All (EFA) target of universal school participation and elimination of dropouts and repetition in the first three- grades.
  2. ECARP is implemented through the following components: a) design, implementation and monitoring, and evaluation of early reading interventions; and b) development, administration of reading assessments and treatment and reporting of data.
  3. ECARP funds will be utilized to carry out the two (2) components of ECARP implementation specifically to implement specific activities under each component:
    a. Implementation. Effective and sustained implementation of any intervention necessitates fund support. ECARP funds will be downloaded to the regions to support the following activities:

    • 1. Acquisition of Children’s Story Books. Children learning to read need books within their level to practice strategic skills in reading;
    • 2. Training of Implementers (school heads and teachers). ECARP shall cover training expenses like travel expenses, food and accommodations, supplies and materials, contingency and honorarium of non-DepEd resource persons;
    • 3. Setting Up a School Reading Center. This needs to be established in each school to provide exclusive space for teacher and pupil interaction during intervention sessions. ECARP shall provide funding support to each school for the establishment of said centers; and
    • 4. Advocacy. This may include conferences and meetings with stakeholders, among others.

    b. Monitoring and Evaluation. ECARP shall allocate funds for the periodic monitoring and evaluation of the implementation of the ERI. An impact evaluation shall be conducted to determine program’s efficiency and effectiveness and to further improve implementation design.
    c. Reading Assessment. ECARP shall support the development/ enhancement, administration and treatment, and reporting of data obtained from reading assessment that the DepEd shall endorse. Specifically, ECARP shall support the conduct of the specific activities under each major step:

    • 1. Development/Enhancement of Reading Assessment Designs and Tools. ECARP shall venture on the localization of standardized Early Grades Reading Assessment (EGRA) to be able to obtain valid and reliable data on children’s reading achievement. Localization shall entail redevelopment of EGRA in mother tongues. ECARP will fund the continuous enhancement/improvement of its home-grown reading assessment: Philippine Informal Reading Inventory (Phil-IRI) which may include review and redevelopment as well as development of relevant texts for informal reading inventory;
    • 2. Administration of Reading Assessment. ECARP shall allocate support funds for the administration of Reading Assessments.
      Funds may be utilized on the reproduction of assessment tools and orientation of teachers/enumerators on the administration of reading assessments and other incidental expenses; and
    • 3. Reading Assessments Data Treatment and Reporting. ECARP shall support the treatment of assessment data as well as the enhancement of existing data-base reporting of the Phil-IRI or development of reporting mechanisms by other reading assessments specifically the EGRA.
  4. The DepEd has allotted funds in support of the Every Child A Reader Program (ECARP). The support fund for the Reading Interventions shall cover selected schools per region, the list of which is contained in Enclosure No 1. For the remaining funds, the Bureau of Elementary Education (BEE) shall be provided a Program Support Fund to undertake activities such as review and alignment of reading models to Mother Tongue- Based Multilingual Education (MTB-MLE), development of storybooks by reading level in Mother Tongue, review and printing of Best Reading Practices Compilation, Phil-IRI, and monitoring as listed in Enclosure No. 2.
  5. Upon release of the allotment by the Department of Budget and Management (DBM) to DepEd-Central Office (CO), the Budget Division-FMS shall issue the Sub-Allotment Release Order (Sub-ARO) to the schools with fiscal autonomy, and through the Schools Division Offices (DO) for those schools without fiscal autonomy. After receipt of the Sub- ARO, the implementing units (IUs) and the concerned Division Offices (for the Non-IUs) shall request from DBM-Regional Office the corresponding cash requirements or Notice of Cash Allocation (NCA).
  6. Utilization of the subsidy shall be subject to the usual accounting and auditing rules and regulations.
  7. An evaluation of the program shall be conducted by a composite team in accordance with the program implementation plan under the supervision of the Office of the Planning Service (OPS).
  8. The recipient schools must submit to the DO physical accomplishment and fund utilization reports two months after receipt of the sub-ARO. Copies of reports shall be submitted simultaneously to the Regional Office (RO) and Bureau of Elementary Education (BEE).
  9. All existing Orders and Memoranda inconsistent with this Order are rescinded.
  10. These guidelines will remain in force and effect during the duration of the program, unless sooner repealed, amended or rescinded.
  11. Immediate dissemination of and strict compliance with this Order is directed.

As stated
DepEd Order: No. 70, s. 2011

To be indicated in the Perpetual Index under the following subjects:
Learning Area, READING